There is a growing demand for equal support of social-emotional learning across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their…

Education is not a respected profession because educational practice is not based on a solid body of scientific research and theory. Education is at a prescientific or early scientific stage of development. Attempts by educators to base their practice on behavioral science fail because behaviorism encompasses only a narrow segment of human…

Exposes the structural-functionalist roots of Kohlberg's theory of moral development, questioning the application of Kohlberg's ideas in the classroom, reviewing Kohlberg's Just Community model, examining Durkheim's and Dreeben's theories and their similarity to Kohlberg's moral theory, critiquing Kohlberg's conception of the Just Community…

Argues that effective moral education must address roadblocks in moral thinking, not merely urging moral development forward. Examines Lawrence Kohlberg's moral stages as immoral judgement marked by bias and manipulation. Views the Defining Issues Test (DIT) as a useful glimpse into the nefarious, focused on ideological content and commitment.…

This article demonstrates that the cognitive complexity and personality traits of gifted children create unique experiences and awarenesses that separate them from others. A central feature of children's gifted experience is their moral sensitivity and the asynchronous development of their inner world, which need to be understood and nurtured.…

Reports on a study conducted to investigate Kohlberg's allegation that his test discerns between form and content in moral development. Indicates that the aspect of form which he measures is probably general intellectual development that rePresents norms that the school intentionally transmits to pupils. (JD)

Argues that a coherent program of moral education should be a part of the school's total effort to provide opportunities that foster the development of intelligent behavior and that the skills of critical reading may be used in this endeavor. (FL)

Discusses deliberate psychological education as influenced by George Miller, Ralph Mosher, and Norm Sprinthall, and renewed calls for educational reform focusing on moral education. (JBJ)

Research suggests children readily distinguish between moral wrongs and social norm violations. Moral concepts consistently focus on issues of justice and compassion regardless of religious belief. Moral education can be compatible with, and independent from, religious doctrine. Two principals for such education are suggested as useful for…

Provides a critical appraisal of two significant contributions of the Minnesota approach to moral development. Describes one contribution as the componential model that describes the four psychological components underlying moral behavior. Identifies the second contribution as the conceptual and methodological reformulations known as the…

The affective and developmental approaches to moral education are described as inadequate, while the cognitive approach based on moral knowledge, moral reasoning, and the study of ethics is described as defensible and preferable, even though difficult to implement in public schools. (DW)

There are promising suggestions in ethical philosophy that may assist substantially in the clarification of issues in the affective domain in education. These suggestions may be viewed in two aspects--as analytical distinctions and as synthetic coordination of these analytic elements. It is possible to construct an intelligible theory of the…

Discusses the cognitive developmental approach in moral education and describes a program in the Cluster School in Cambridge, Massachusetts. The authors challenge counselors (as consultants) to become deliberately involved in the values and moral growth of students. (Author/CC)

Discusses the religious political right's views and their implications for education. Describes the cognitive and moral development of children, and the context best suited for ethical instruction. (DB)

This paper attempts to find some similiarities among different theories of moral development, presenting a literature review of research and a comparative analysis of results on three questions. The questions considered are: (1) What is the role of cognitive competence in moral development and what optimizes the cognitive aspects of moral growth?…